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proceedings journal of education psychology and social science research open access issn 2423 1924 presented in st 1 international conference in education psychology and social science icepss international research enthusiast ...

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            PROCEEDINGS JOURNAL OF EDUCATION, PSYCHOLOGY AND SOCIAL SCIENCE RESEARCH 
                                                 
         	                                                                       Open	Access						
         	
         	                                                                      ISSN	2423-1924	
                                           Presented	in	
               st
              1 	International	Conference	in	Education,	Psychology,	and	Social	Science	(ICEPSS)	
                        International	Research	Enthusiast	Society	Inc.	(IRES	Inc.)	
         	                               May	22-24,	2014	
                             Multiple Intelligences: Learners VS Teachers 
                                                 
               Aaron Christopher G. Fabian, Shane Reza Amath, Harry Canlas, Sandra Dimal, Pamela Mercado 
                              Don Honorio Ventura Technological State University 
                                     Bacolor, Pampanga, Philippines 
                                                 
                                                 
          
                                             Abstract 
         The study investigated the relationship of the multiple intelligences of the Bachelor of Secondary Education 
         students and their teachers in their major subjects. Four hundred eighty-five (485) BSED students and twenty-two 
         (22) teachers in their respective major subjects participated. The result demonstrates statistically significant in the 
         multiple intelligences of the Bachelors of Secondary Education Major in Technology and Livelihood Education and 
         Music, Arts, Physical Education and Health and their teachers in their respective major subjects. However, result 
         also demonstrates no significance in the multiple intelligences of the Bachelors of Secondary Education Major in 
         Filipino, English, and Mathematics and their teachers in their respective major subjects. The study shows that the 
         dominant intelligences of the BSED students and their teachers in their major subjects are the interpersonal, 
         intrapersonal, and their suited intelligences for their major subjects. The result evidently showed that the BSED 
         students and their major teachers are people and self smart. This only shows that as a teacher, one should know 
         how to socialize appropriately with others and have a deeper understanding with themselves. It also showed that 
         the teachers are really smarter than their students in their major field of specialization. Educators must also 
         consider the multiple intelligences of their students to fully develop their learning capabilities. 
          
          
         Keywords: Multiple Intelligences, dominant intelligence, interpersonal intelligence, intrapersonal intelligence 
          
          
          
          
          
          
          
          
          
          
          
          
          
          
          
          
          
          
          
          
         Aaron Christopher G. Fabian*, Shane Reza Amath, Harry Canlas, Sandra Dimal, Pamela Mercado  
         aaronfabian08@yahoo.com 
         Paper Reference Number: ICEPSS 14039 
         *Corresponding Author 
          
          
          
          
         																										Published	by	Sons	and	Daughters	Publishing	House	Inc.	
         																										©	2014	The	Authors	
         																										Peer	review	under	the	responsibility	of	International	Research	Enthusiast	Society	Inc.	
                                                                                                                                                            
                                                           Aaron Christopher G. Fabian*, Shane Reza Amath, Harry Canlas, Sandra Dimal, Pamela Mercado 
                                                                                                                  Paper Reference Number: ICEPSS 14039 
                                                                                                                                        ISSN	2423-1924	
                Introduction 
                Defining intelligence is an endeavor that has long consumed the human mind. Being intelligent does not always 
                mean that someone performs well in a test-- a problem with which teachers and school administrators have 
                struggled since the earliest days of organized education. Howard Gardner's theory of multiple intelligences helps 
                educators think differently about "IQ," and about what being "smart" means. The theory is changing the way some 
                teachers teach (Guignon 2010). In his landmark book, “Frames of Mind: The Theory Of Multiple Intelligences”, 
                published  in  1983,  Harvard  University  education  professor  Howard  Gardner  unveiled  a  theory  of  multiple 
                intelligences that famously rejected the traditional and long-held view that aptitude consists solely of the ability to 
                reason and understand complex ideas. Instead, he identified seven separate human capacities: musical, verbal, 
                physical, interpersonal, visual, logical, and intrapersonal. And not all of them, including the category he added 
                years later -- naturalistic -- could be easily evaluated by the standard measuring stick of the time: the IQ test.  
                 
                Gardner has defined at least eight of the intelligences as stated in his Theory of Multiple Intelligences. These 
                Multiple  Intelligences  are:  (1)  Verbal/Linguistic  Intelligence;  (2)  Logical/Mathematical  Intelligence;  (3) 
                Visual/Spatial  Intelligence;  (4)  Musical/Rhythmical  Intelligence;  (5)  Bodily/Kinesthetic  Intelligence;  (6) 
                Interpersonal Intelligence; (7) Intrapersonal Intelligence; and (8) Naturalist Intelligence (Lazear: 1999). It should 
                be understood that the teacher’s role in making the teaching and learning process possible using the theory of 
                Multiple Intelligence is imperative. Even if the emphasis of the theory is upon learning rather than teaching, the 
                teachers should also know how to properly maximize these Multiple Intelligences for their student’s progress. 
                Also, they should know how teaching and learning through the multiple intelligences helps solve many common 
                school problems and optimized the learning experience for students and teachers alike. According to Margaret 
                Mead, we educate to engage the “whole gamut of human potentialities” in the classroom, society will benefit by 
                enabling “each diverse human gift to find its fitting place.”  
                 
                Multiple Intelligences in the Classroom 
                There are many ways to incorporate Multiple Intelligences theory into the curriculum, and there is no set method 
                by which to incorporate the theory. Some teachers set up learning centers with resources and materials that 
                promote involving the different intelligences.  Other instructors design simulations that immerse students into real 
                life  situations.  Careful  planning  during  the  lesson  design  process  will  help  to  ensure  quality  instruction  and 
                valuable student experiences in the classroom. (Read et,al. 2006) 
                 
                Other instructional models, such as project-based and collaborative learning may be easily integrated into lessons 
                with Multiple Intelligences. Collaborative learning allows students to explore their interpersonal intelligence, while 
                project-based learning may help structure activities designed to cultivate the nine intelligences. This particular 
                instructional  model allows students to work together to explore a topic and to create something as the end 
                product. This works well with Multiple Intelligences theory, which places value on the ability to create products. It 
                is important for teachers to carefully select activities that not only teach to the intelligences, but also realistically 
                mesh with the subject matter of the lesson or unit. Multiple Intelligences theory should enhance, not detract from 
                what is being taught. 
                 
                Benefits of Multiple Intelligences 
                Using Multiple Intelligences theory in the classroom has many benefits: (1) As a teacher and learner you realize 
                that there are many ways to be "smart". (2)All forms of intelligence are equally celebrated. (3) By having students 
                create work that is displayed to parents and other members of the community, your school could see more parent 
                and community involvement. (4) A sense of increased self-worth may be seen as students build on their strengths 
                and work towards becoming an expert in certain areas. (5) Students may develop strong problem solving skills 
                that they can use real life situations. 
                 
                Methodology 
                Design. This study utilized the descriptive survey type of research. It classified the multiple intelligences of the 
                BSED students and described if there is a significant difference to the multiple intelligences of their teacher in 
                their major subjects. 
                 
                Sampling and Procedure. Using a stratified random sampling technique, four hundred eighty-five (485) BSED 
                Students and twenty-two (2) teachers in their major subjects during the first semester of the academic year 2010-
                2011 participated in the study. One set of questionnaire was given for the purpose of the study and they were 
                																				Published	by	Sons	and	Daughters	Publishing	House	Inc.	                                                              62	
                																											©	2014	The	Authors	
                																											Peer	review	under	the	responsibility	of	International	Research	Enthusiast	Society	Inc.	
                                                                                                                                                                      
                                                               Aaron Christopher G. Fabian*, Shane Reza Amath, Harry Canlas, Sandra Dimal, Pamela Mercado 
                                                                                                                         Paper Reference Number: ICEPSS 14039 
                                                                                                                                                ISSN	2423-1924	
                 given ample time to fill the questionnaire. During distribution of survey questionnaire, they were informed about 
                 the purpose of the study. Also, interview was conducted to further explain the responses of students on the 
                 questionnaire.  
                  
                 Questionnaire.  A  5-point  Likert  scale  questionnaire  was  lifted  from  the  book  of  Thomas  Armstrong  entitled 
                 “Multiple Intelligences in the Classroom – Virginia: Association for Supervision and Curricular Development, 1994” 
                 was adapted by the researchers. It contained eight intelligences such as (1) linguistic intelligence, (2) logical-
                 mathematical intelligence, (3) musical intelligence, (4) visual-spatial intelligence, (5) bodily kinesthetic intelligence, 
                 (6) interpersonal intelligence, (7) intrapersonal intelligence, and (8) naturalist intelligence.  
                  
                 Data Analysis. Data was analyzed with the aid of Statistical Package for Social Sciences (SPSS). Descriptive 
                 statistics were used to describe the dominant intelligences of the BSED students and their teachers in their major 
                 subjects. T-test was conducted to test the difference of the MI of the BSED students and their major teachers.  
                  
                 Results and Discussion 
                   Table 1: Mean Comparison of the Multiple Intelligences of the BSED Students and their Teachers in their Major 
                                                                                      Subjects 
                  
                   Major Subject    Respondents     Linguistic Logical   Musical     Visual    Bodily Kinesthetic    Interpersonal     Intrapersonal     Naturalist
                                      Teachers       22.25       21       17.25       21             22.75               23.5               24               20
                         TLE
                                       Students      16.38      14.01     13.11      15.94           16.42               19.2              17.93           14.36
                  
                                      Teachers         23        17       16.67      19.67            20                  22                22             18.67
                      FILIPINO
                                       Students        18       14.57     13.39      16.53           16.21               19.92             18.19           14.22
                  
                                      Teachers         20        17        15.8      18.8            22.2                23.4               20.8             18
                       MAPHE
                                       Students      17.11      15.04     15.32      16.59           17.73               19.29             18.46           14.99
                  
                                      Teachers         20       23.75      12.5      17.5             18                 21.75             20.75           16.75
                   MATHEMATICS
                                       Students      16.35      18.11     13.39      15.60           15.86               19.16             17.78           13.91
                  
                                      Teachers         22       15.6       13.4      14.4            16.6                21.6               21              14.4
                      ENGLISH
                                       Students      17.76      14.32     13.21       16             15.99               19.88             18.89           14.37
                  
                           Legend: red numbers - 1st dominant intelligence; violet numbers - 2nd dominant intelligence; green numbers - 3rd dominant intelligence
                  
                             
                 As can be seen on the table, two of the three dominant intelligences of the BSED students and their teachers in 
                 their major subjects are the interpersonal and intrapersonal intelligences. As cited by Zulueta (2002) interpersonal 
                 intelligence is used in person-to-person relationships. It includes the ability of a person to communicate with 
                 others and to have the empathy for their feelings and beliefs. Likewise to the words of Gines (1998), interpersonal 
                 intelligence is the ability to function well in social situations, understand the needs of the people, and predict the 
                 behaviour. This means that a person who is dominant in this kind of intelligence has the ability to work with 
                 people, respond to other’s feelings and personalities and help people identify and overcome problems. 
                             
                 Moreover, as proved by Zulueta (2002) Intrapersonal intelligence is based on knowledge of the “self”. It includes 
                 metacognition, emotional responses, self – reflection, and an awareness of metaphysical concepts. Gines (1998), 
                 states that intrapersonal intelligence is the ability to know yourself well and understand what motivates your 
                 behaviour.  It  means  that  people  who  are  intrapersonal  intelligent  are  sensitive  to  their  own  strengths, 
                 weaknesses, goals and desires. 
                 																				Published	by	Sons	and	Daughters	Publishing	House	Inc.	                                                                      63	
                 																											©	2014	The	Authors	
                 																											Peer	review	under	the	responsibility	of	International	Research	Enthusiast	Society	Inc.	
                                                                                                                                                                    
                                                              Aaron Christopher G. Fabian*, Shane Reza Amath, Harry Canlas, Sandra Dimal, Pamela Mercado 
                                                                                                                        Paper Reference Number: ICEPSS 14039 
                                                                                                                                               ISSN	2423-1924	
                 As reflected also on the table, the TLE and MAPEH students and their teachers in their respective major subjects 
                 have the bodily – kinesthetic intelligence as one of the dominant intelligences that they possess. As mentioned by 
                 Zulueta (2002), bodily – kinesthetic intelligence is related to physical movement and the knowledge of the body 
                 and how it functions. It also includes the ability to use the body to express emotions, to play a game, and to 
                 interpret and to invoke effective “body” language. So people whose intelligence is dominant in kinesthetic, are 
                 good in manipulating objects effectively and use their body expressively. 
                  
                 Furthermore,  it  is  seen  that  the  Filipino  and  English  students  and  their  respective  major  teachers  have  the 
                 linguistic  intelligence  as  one  of  the  highest  averaging  intelligences  that  they  have.  According  to  Salandanan 
                 (2009), people who are linguistically intelligent speak efficiently and write effectively. He also defines Linguistic 
                 intelligence as the sensitivity to the sounds, meanings, structures and styles of language, which means that the 
                 students pay more attention to words than to the scenery. 
                  
                 Lastly, the Mathematics students and their teachers in their major subjects have the logical intelligences as one of 
                 their  dominant  intelligences.  Mateo  (2010)  cited  that  logical  –  mathematical  intelligence  is  the  capacity  in 
                 reasoning abstractly and solving mathematical and logical problems. He even included that professionally inclined 
                 people are mathematicians and scientists. Salandanan (2006) stated that people under this intelligence are 
                 sensitive to patterns, numbers, and numerical data, causes and effects, objectives and quantitative reasoning. 
                 They also have the ability to work effectively with numbers and reason out effectively. 
                  
                 Similar results were found on the study of  Canlas, et.al entitled “Teaching Styles and Multiple Intelligences of 
                 Teachers in the College of Education at Don Honorio Ventura Technological State University, Bacolor, Pampanga 
                 2010 – 2011” that  the  interpersonal  intelligence  is  the  most  dominant  among  the  teachers.  It  indicates,  as 
                 expected,  that  teachers  are  people  smart  which  occurs  through  relating,  communication,  teamwork,  and 
                 collaboration. 
                  
                 According to the study of Estravillo, et.al 2012 entitled “Multiple Intelligences and the Academic Performance of 
                 the Bachelor of Elementary Education at Don Honorio Ventura Technological State University” that most of the 
                 students have interpersonal intelligence whereby only some had visual/spatial intelligence. 
                                                                                           
                      Table 2: t-test of the Multiple Intelligences of the BSED Students and their Teachers in their Major Subjects 
                                                            No. of                         
                     Major Subjects      Respondents Respondents         INTELLIGENCE t-value p-value                          Verbal Interpretation
                                                                                           
                                                                              Linguistic        6.462    0.0037        Reject Ho at 0.01 level of significance
                                                                                           
                                                                               Logical          6.178    0.0048        Reject Ho at 0.01 level of significance
                                           Teachers            4                           
                                                                               Musical          3.158    0.0392        Reject Ho at 0.05 level of significance
                                                                                           
                                                                           Visual – Spatial     3.111    0.0453        Reject Ho at 0.05 level of significance
                                                                                           
                           TLE                                                             
                                                                        Bodily - Kinesthetic    6.951    0.0023        Reject Ho at 0.01 level of significance
                                                                                           
                                                                                           
                                                                            Interpersonal      10.289 1.60E-07         Reject Ho at 0.01 level of significance
                                            Students         100                           
                                                                            Intrapersonal       9.372    0.0003        Reject Ho at 0.01 level of significance
                                                                              Naturalist        3.013    0.0502        Reject Ho at 0.05 level of significance
                                                                                           
                                                                                           
                                                                                           
                                                                                           
                                                                                           
                  
                  
                  
                  
                 																				Published	by	Sons	and	Daughters	Publishing	House	Inc.	                                                                     64	
                 																											©	2014	The	Authors	
                 																											Peer	review	under	the	responsibility	of	International	Research	Enthusiast	Society	Inc.	
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...Proceedings journal of education psychology and social science research open access issn presented in st international conference icepss enthusiast society inc ires may multiple intelligences learners vs teachers aaron christopher g fabian shane reza amath harry canlas sandra dimal pamela mercado don honorio ventura technological state university bacolor pampanga philippines abstract the study investigated relationship bachelor secondary students their major subjects four hundred eighty five bsed twenty two respective participated result demonstrates statistically significant bachelors technology livelihood music arts physical health however also no significance filipino english mathematics shows that dominant are interpersonal intrapersonal suited for evidently showed people self smart this only as a teacher one should know how to socialize appropriately with others have deeper understanding themselves it really smarter than field specialization educators must consider fully develop l...

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